A Teacher’s Translanguaging Strategies In Teaching Mathematic Through English (Emi) In The Indonesian Secondary School: A Qualitative Interview Study
Abstract
A number of recent studies have supported the occurrence of language issues in
teaching content through English classrooms that affect student performance and the
learning environment. This language issue arises due to the overlap between the
monoglossic view on teaching content through English classroom and students' identity
as multilingual practitioners. On this basis, experts and stakeholders have begun to look
at the role of translanguaging as an appropriate pedagogical strategy to be involved in
improving the practical system in teaching-content through English. The present study
contributes to this growing body of literature by focusing on teachers’ translanguaging
strategies in teaching mathematics through English in the Indonesian secondary school.
The findings demonstrate that the teacher employs students’ complex linguistic
resources in scaffolding translanguaging strategies. Notably, translanguaging strategies
operate to satisfy the learning needs of multilingual learners to participate in the
teaching content through English (EMI) classroom. As pedagogical strategies,
translanguaging is an effective strategy to promote students achieving their highest
potential and this study recommends the practice of translanguaging strategies.
Additionally, the findings of this study also contribute practical insight to develop
translanguaging strategies, particularly in the bilingual school or education.